Classroom Discourse

Forms of becoming: elementary students’ self-positioning in writing This paper investigates 15 elementary aged children’s self-positioning in writing. To this purpose, we examine how children perceive and represent themselves through their engagement with writing r...

New article out in Classroom Discourse!: "Forms of becoming: elementary students’ self-positioning in writing" (by Maryam Khosronejad, Mary Ryan & Lauren Alexandra Weber). www.tandfonline.com/doi/full/10....

Teachers’ responses in student-initiated question sequences during between-desk interactions in EFL project work A defining feature of project-based English-as-a-foreign-language (EFL) classrooms is teachers’ routine circulation between desks to answer students’ …

A new #openaccess article, published in Linguistics and Education, by our researchers @marwaamri.bsky.social & @sertolcay.bsky.social: "Teachers’ responses in student-initiated question sequences during between-desk interactions in #EFL project work" www.sciencedirect.com/science/arti... #CA

Ways to analyse classroom interaction: commentary to the special issue Published in Classroom Discourse (Vol. 16, No. 2, 2025)

The special issue is concluded by Jan Berenst and Marjolein Deunk's with their insightful commentary: doi.org/10.1080/1946... /8.

Using T-pattern analysis to map classroom interactions: a case study of student and teacher learning-orientation The identification of the recurrent patterns of interaction is a window to understanding the patterning of social behaviour, and as such, it is the target of many quantitative and qualitative analy...

In the sixth study published in the special issue, Naomi de Ruiter & Mayra Mascareño Lara focus on the use of T-pattern analysis to map classroom interactions: doi.org/10.1080/1946... /7 👇

Using state space grids for analysing teacher–student interaction in an intervention: The complex dynamics of teaching for musical creativity This paper highlights the use of State Space Grids (SSGs) for studying real-time classroom discourse in an intervention targeting professional development. State Space Grid analysis is both a power...

In the fifth article, Linda Hendriks, Elisa Kupers, Henderien Steenbeek, Evert Bisschop Boele & Paul van Geert walk the readers through the use of state space grids for analysing teacher–student interaction: doi.org/10.1080/1946... /6 👇

The application of orbital decomposition analysis to study the dynamic quality of teacher–teacher interactions Moment-to-moment educational interactions affect longer-term outcomes of those involved in those interactions. In the present study, we illustrate with two cases of teacher–teacher interactions how...

The fourth article in the issue, co-authored by Heleen (Helena) Pennings, Marloes Hendrickx, Marieke Thurlings & Perry den Brok, illustrates the application of orbital decomposition analysis to study the dynamic quality of teacher–teacher interactions: doi.org/10.1080/1946... /5 👇

Analysing educational dialogue around shared artefacts in technology-mediated contexts: a new coding framework Multimodal interactions that incorporate technology use can support rich new forms of educational dialogue that highlight differences between participants’ perspectives and make reasoning processes...

In the third article, Sara Hennessy presents Tech-SEDA, "a systematic, research-informed and practical tool for analysing verbal and nonverbal dialogic communication at the micro- or meso- level across diverse educational settings": doi.org/10.1080/1946... /4 👇

Developing student-teachers’ interactional competence through video-enhanced reflection: a discursive timeline analysis of negative evaluation in classroom interaction This article presents a case study of a student-teacher’s change in classroom interactional practices as she engages in video-enhanced reflections and collaborative feedback encounters during her p...

The second article in the issue co-authored by OlcaySert Annaliina Gynne & Maria Larsson unpacks how Discursive Timeline Analysis can be deployed to document teacher-learning over-time, using data from classrooms, post observation conferences and written reflections doi.org/10.1080/1946... /3 👇

Applying conversation analysis to classroom interactions: students’ ‘oh’-prefaced utterances and the interactional management of explanations This study serves as an example of Conversation Analytic (CA) research with a focus on the interactional management of learning in classroom interactions, while simultaneously illustrating the seve...

In the first article, Myrte Gosen, Annerose Willemsen & Frans Hiddink showcase the use of Conversation Analysis to analyse classroom interaction, with a focus on students’ ‘oh’-prefaced utterances and the interactional management of explanations doi.org/10.1080/1946... /2 👇

Exploring the methodological breadth of research on educational interactions: introduction to the special issue The study of how discourse, learning and classroom activity are shaped in interaction, can be approached through various theoretical and methodological lenses. Different families of approaches have...

The issue opens with an introduction by the special issue editors Tom Koole, Elisa Kupers & Mayra Mascareño Lara: Exploring the methodological breadth of research on educational interactions doi.org/10.1080/1946... /1 👇

Classroom Discourse Analyzing educational interactions: exploring the methodological breadth. Volume 16, Issue 2 of Classroom Discourse

A new SI of Classroom Discourse is now out!:"Analyzing educational interactions: exploring the methodological breadth" www.tandfonline.com/toc/rcdi20/1.... The issue features qualitative &quantitative studies that showcase methodologies & the use of empirical data to analyse classroom discourse /0👇

Partnering with AI in teacher education? Using an automatic question detection tool to reflect on classroom interaction In this paper, I investigate a group of student-teachers’ insights into an artificial intelligence (AI)-powered automatic question-detection tool designed for reflective practice: Question Bot (QBo...

It has been eye opening for me to listen to the perspectives of student-teachers on their use of an AI tool for #reflective #practice: Partnering with #AI in #teacher #education? Using an automatic question detection tool to reflect on #classroom #interaction: www.tandfonline.com/doi/full/10....

Repairing problems of acceptability in pre-task interaction In task-based language teaching methodology, one way to familiarise learners with the upcoming task is through question-and-answer sequences that target task-relevant topics. In such instances, lea...

New article out! Repairing problems of acceptability in pre-task interaction (by David Shimamoto, Kobe University, Japan) www.tandfonline.com/doi/full/10....

“Sit like princess/prince”: the making of neoliberal subjects in communication classrooms in the Philippines This paper contributes to the scholarship on the neoliberalisation of higher education by examining how classroom discourse shapes neoliberal subjectivities. Drawing on Foucault’s concept of govern...

New article out! “Sit like princess/prince”: the making of neoliberal subjects in communication classrooms in the Philippines, by Carlo G. Soberano www.tandfonline.com/doi/full/10....

Laughter, failure talk, and the sensitive nature of negative feedback This study investigates the role of laughter in video-recorded interactions between instructors and students during post-simulation debriefing in maritime education, focusing on how the sensitive n...

New #openaccess article out! Laughter, failure talk, and the sensitive nature of negative feedback, by Gustav Lymer, Oskar Lindwall & Charlott Sellberg. www.tandfonline.com/doi/full/10....

Oral corrective feedback and learner uptake: an analysis of Chinese high-school teachers’ practices in a national teaching competition Given the important role of oral corrective feedback (OCF) in language-learning classrooms, understanding its application in specific contexts is crucial for improving pedagogical practices. The no...

New article out! "Oral corrective feedback and learner uptake: an analysis of Chinese high-school teachers’ practices in a national teaching competition", by Chi Zhang, Neil E.J.A. Bowen & Nathan Thomas doi.org/10.1080/1946...

Using T-pattern analysis to map classroom interactions: a case study of student and teacher learning-orientation The identification of the recurrent patterns of interaction is a window to understanding the patterning of social behaviour, and as such, it is the target of many quantitative and qualitative analy...

Using T-pattern analysis to map classroom interactions: a case study of student and teacher learning-orientation, by Naomi de Ruiter & Mayra Mascareño Lara doi.org/10.1080/1946... (Part of the forthcoming special issue "Analyzing educational interactions - exploring the methodological breadth")

Building affiliation in the L2 classroom: the role of side sequences Previous conversation analytic (CA) studies have explored how affiliation is created in L2 classrooms. This study adds to the research by documenting the opportunities for creating affiliative mome...

New #openaccess article out! Building affiliation in the L2 classroom: the role of side sequences, by Tianfang Wang, Joan Kelly Hall, Yingliang He, Yuanheng (Arthur) Wang, Shuyuan Liu & Su Yin Khor doi.org/10.1080/1946...

Accomplishing lesson ending: bringing lesson to an end This ethnomethodological study examines the dynamics of lesson closure in diverse classroom settings, drawing on the sequential analysis of five video-recorded lessons in history, literature, chemi...

Accomplishing lesson ending: bringing lesson to an end, by Mehmet Ali İçbay @maicbay.bsky.social (Çanakkale Onsekiz Mart University, Türkiye) doi.org/10.1080/1946... /5.

Making sense of making: bringing a design and making project to school This study focuses on a design and making project carried out in a Finnish school and situated within the schedules of a multidisciplinary learning module and English as a foreign language. A group...

Making sense of making: bringing a design and making project to school, by Tiina Keisanen, Leena Kuure, Netta Iivari, Marianne Kinnula (University of Oulu, Oulu, Finland) doi.org/10.1080/1946... /4 👇

Examining authorial agency in elementary children’s narratives This paper investigates stories written by children and aims to reveal how children resist or neutralise the social and cultural conditions in their writing. We draw on Archer’s critical realist th...

Examining authorial agency in elementary children’s narratives, by Mary Ryan & Maryam Khosronejad (Australian Catholic University) doi.org/10.1080/1946... /3 👇

The embodied nature of students’ engagement and participation during a total physical response activity This study examines the embodied nature of students’ engagement and participation during a total physical response activity (TPR) in a beginning ESL classroom. A video excerpt is transcribed. Using...

The embodied nature of students’ engagement and participation during a total physical response activity, by Mai-Han Nguyen (University of Hawaii at Manoa) doi.org/10.1080/1946... /2 👇

Collaborative character searches in L2 Chinese peer writing: sequential design and object affordances In light of the growing field of research on writing-in-interaction within an ethnomethodological (EM) and conversation analytic (CA) perspective, which conceptualises peer writing as a situated ac...

Collaborative character searches in L2 Chinese peer writing: sequential design and object affordances, by Mengying Zhai (University of Idaho) www.tandfonline.com/doi/full/10.... /1 👇

Our new issue is out! It features articles that investigate L2 Chinese peer writing, student engagement in English classes in the US, elementary children’s narratives in Australia, a design and making project in a Finnish school, and lesson endings in a high school classroom in Türkiye. 👇 /0

Dialogic interaction between young writers: spontaneous vs. structured collaboration The aim of this study was to compare different collaborative (spontaneous and structured) story writing practices in a sample of 50 sixth graders students (11–12 years old). For the spontaneous syn...

Dialogic interaction between young writers: spontaneous vs. structured collaboration, by Manuel Montanero, Manuel Lucero, María-Jesús Fernández-Sánchez, Cristina Amante, Daniel Lázaro doi.org/10.1080/1946...

Online intercultural exchange in language teacher education: interactional resources for topic transition Topic management is under-explored in language learning, teaching and testing settings. It may pose particular challenges in online intercultural exchanges (OIE) or virtual exchange (VE) because of...

New #openaccess article out! "Online intercultural exchange in language teacher education: interactional resources for topic transition" by Müge Satar & Betül Çimenli Olcars doi.org/10.1080/1946... #CA #TESOL

Analysing educational dialogue around shared artefacts in technology-mediated contexts: a new coding framework Multimodal interactions that incorporate technology use can support rich new forms of educational dialogue that highlight differences between participants’ perspectives and make reasoning processes...

New special issue article(Analyzing educational interactions: exploring the methodological breadth) by Sara Hennessy (University of Cambridge): Analysing educational dialogue around shared artefacts in technology-mediated contexts: a new coding framework www.tandfonline.com/doi/full/10....

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